The topic of class size and its relationship to students' learning outcomes and educational experiences has been extensively examined in the field of education. While prior research has explored associations between class size and academic performance, less is known about how class size shapes professor-student and student-peer interactions and how these interactions relate to students' perceived learning outcomes and overall educational experiences. Using a mixed-methods approach, this study conducted a comprehensive examination of undergraduate students at MSU, Mankato, combining quantitative survey responses with qualitative reflections. Findings suggest that class size is closely tied to patterns of engagement, with smaller classes offering more opportunities for meaningful interaction. These interactions, in turn, contribute to students’ perceptions of learning and educational satisfaction. By illuminating these dynamics, this research contributes to social science literature and offers insight into policies and practices aimed at supporting more inclusive and engaging learning environments.
Yakubu Ali (Wed,) studied this question.